Doctoral research was undertaken in 2012 to explore how academics construct and manage their sense of identity in the context of a dominant managerial discourse. The qualitative case study explored perceptions and experiences associated with the construction and reconstruction of academic identity within Australian universities. Eight academics each took part in two, hour-long, in-depth interviews held on separate occasions. Appreciative Inquiry techniques enabled academics to express strongly held views and values regarding academic work in the current tertiary environment. The study revealed that many aspects of the prevailing managerial climate have negative effects on the potential for ideas and strategies to be aired in ways that permitted what mattered to academics to be expressed. Respect, trust and open communication were seen as central to discourse leading to innovation but these were seen by participants as being at risk in a climate that even unintentionally is focused on performance and compliance to the needs of the system. An absence of or sense of reduced trust between academics and management was a noteworthy theme and research finding. The findings showed that the use of a process such as Appreciative Inquiry could be a catalyst to bring about positive change or innovation, to build important social capital and to develop strategies around more diverse academic roles.